Free Download Taking Learning to Task: Creative Strategies for Teaching Adults
Free Download Taking Learning to Task: Creative Strategies for Teaching Adults
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Taking Learning to Task: Creative Strategies for Teaching Adults
Free Download Taking Learning to Task: Creative Strategies for Teaching Adults
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Review
"Reading this wonderful book is like having Jane Vella at your side. She encourages, she coaches, she inquires, she models--and ultimately she gives us the courage to risk changing our established habits of teaching. An important book, to be read and reread." --Clifford Baden, director of programs in professional education, Harvard University "As an octogenarian who has taught for many years, I celebrate what Vella has done in these pages. By marrying theory and practice, she has shown how to design learning that takes hold of the learner--mind, heart, and muscles. I'm going to use learning tasks in my own work and prove that it is never too late to learn." --Jack McCall, professor, Principals' Executive Program, University of North Carolina, Chapel Hill "Is Jane Vella's brilliant and challenging approach something we can truly master? In Taking Learning to Task, the master herself reveals the mechanics of creating learning tasks. You'll feel as though you've found the keys to creating profound and powerfully effective learning experiences. Anyone responsible for engaging a group of adults in learning will find this book invaluable!" --Rod Brooks, vice president for administration, EXPLORIS "Vella has inspired me to rethink my teaching and move in a new direction. Instead of merely giving a lecture, I now weave theoretical information into creative learning tasks. It's a dynamic new teaching-learning approach, and your students will thank you for it." --Monica Rector, professor, University of North Carolina at Chapel Hill "Highly recommended for upper-division undergraduates and above." (Choice, 9/01)
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From the Inside Flap
Known for her work in popular education and her worldwide teaching experience, Jane Vella has significantly changed the way we view adult learning. In Learning to Listen, Learning to Teach, she introduced twelve principles of learning-centered education; in Training Through Dialogue, she presented a step-by-step approach to training the trainer; and in How Do They Know They Know? Vella and her colleagues showed how to evaluate and improve adult learning programs. These books rest on one basic assumption: that learning is most effective when teachers involve their students in the learning process.In Taking Learning to Task, Vella builds on her earlier books and shifts the spotlight from teaching tasks to learning tasks. Unlike traditional teaching methods, learning tasks are open questions that lead to open dialogue between teacher and learner. Vella draws from current theory and practice to explore the meaning and power of learning tasks. To illustrate this unique approach, she provides seven steps to planning learning-centered courses, four types of learning tasks, a checklist of principles and practices, critical questions for instructional design, key components for evaluation, and other invaluable tools.Vella also shares real-world examples of successful learning programs, including online and distance-learning courses. Taking Learning to Task is a hands-on, practical guide to designing effective learning tasks for diverse learners and diverse content. Teachers, trainers, and all types of instructors will find a wealth of advice for refining their day-to-day practice.
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Product details
Hardcover: 176 pages
Publisher: Jossey-Bass; 1 edition (August 1, 2000)
Language: English
ISBN-10: 9780787952273
ISBN-13: 978-0787952273
ASIN: 0787952273
Product Dimensions:
6.3 x 0.7 x 9.3 inches
Shipping Weight: 13.4 ounces
Average Customer Review:
4.0 out of 5 stars
8 customer reviews
Amazon Best Sellers Rank:
#349,076 in Books (See Top 100 in Books)
Taking learning to task is an excellent resource for any adult educator. The author recognizes the power of dialogue and demonstrates how to leverage that power in clear, practical steps. Taking all of her books together, Vella shows us how to create interactive environments that encourage deep and transformative learning. The book is based on solid adult education theory yet she does not burden the reader with a lot of unnecssary educational jargon; she cuts to the chase. Instead of just talking about the virtues of theorists such as Freire, she shows us how to do it. Furthermore, Vella writes from extensive cross-cultural experience which makes this book even more valuable in our globalized society.
The book used in its design the very approach to adult learning it is promoting and it has been effective. I will now seek to apply this new method to all my teaching and learning events, classrooms and seminars.
good review and evaluation of education
Used for my college class and got it for a great price
Very please
This book was difficult to use in a Biblical setting.
When you are teaching a class of adults, do you find yourself wondering if the class is getting the information? Do you wonder if you are talking too much? These are questions for all adult educators, and this book is a good first start. It teaches the use of learning tasks rather than lectures.Jane Vella is a trainer and an adjunct professor. She has written past works on adult training and, at times, refers to them in this book. The cultures and educational backgrounds of students she has taught are many, and she uses that experience. These techniques will help educators work with that.The book is a short piece that has an easy tone. The beginning educator can easily access this without being caught up in theoretical discourse. This is designed for use rather than reflection. Likewise, Vella gives plenty of examples to walk you through the different steps in planning learning tasks. In one example, she discusses an online history course. Rather than have the student read the test and answer questions (basically enforcing rote memorization), the example asks the student to investigate how the US president gets power through the Constitution. The question is more of an open question that invites exploration rather than a closed question that asks for a parroting of the answer.Unfortunately, not all of the steps are explained clearly. In some places, there is no example to illustrate the point. In one instance, she mentions there needs to be critical feeling in the lesson. This sounds like a great idea and probably the point that requires the most explanation, but there is no example to make sure the reader follows the writer.There is also, in my opinion, a bit of bombast. Towards the beginning, Vella mentions graduate students she works with who have trouble with their dissertations. She proposes that they would have no trouble at all if they had learning tasks since preschool. Why is this in the book? If students were lectured on dissertations since preschool, I think they would have success in writing a dissertation in graduate school, too. Because this statement is in the beginning, it makes me wonder if she believes she has a system or idea that will sell itself.Nonetheless, Vella�s book is good for the new instructor or the instructor who feels there must be a better way than lecturing; in contrast, the book may not be a good investment...
This book was an assigned text for a seminary class, which is the only reason that I read it. I have a degree in secondary education, so I spent considerable time during college studying these types of concepts, though the terminology in this book was new to me. I began this book with a chip on my shoulder about the psychobabble that seems to dominate many discussions about pedagogy, and she certainly reinforced several of those irritations. For instance, she spent considerable time describing the futility of lecture. I realize that lecture has significant limitations, but I think it is a silly overgeneralization to disregard its potential entirely.Beyond this ideological dispute, my primary complaint about the book is that it is dreadfully dry. Vella is long on theory and short on inspiration. She may have some good things to say about teaching, but if the experience of teaching is anything like this book, who would want to do it!!Having said these things, she was able to redeem herself on several levels. She provides some great tips for allowing learners to actually learn. Some of that information is summarized in several helpful charts. Her explanation of time management was particularly insightful. Specifically, I am compelled to make sure that I stop trying to fit too much "What" (content) into the allotted "When" (time slot). There is clearly some good stuff in this book; it is just a shame that it is so boring to find those nuggets of wisdom!!By the way, how can a 130-page book cost $34? That is a crime. For that reason alone, I wouldn't recommend this book.
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